For Faculty

The Student Writing and Language Center welcomes collaboration with faculty. Faculty are encouraged to offer office hours in the Peer Learning Commons where SWLC is located. Professional staff are available to discuss collaborative teaching and to develop and host workshops. We train course attached and course aware tutors in addition to our subject-specialized tutors. If you are interested in a course attached tutor for your writing course, or you would like specific student-friendly resources to help you teach a specific writing task or topic in your course, please email us at swlc@bates.edu. In the meantime, take a few minutes to browse our curated list below of student-friendly and writing-relevant resources that you might use in your classroom.

Need a place to start? Check out the open access writing assignments and activities, grounded in current practice and scholarship and listed by topic, in Writing Spaces‘ ““.

  • The offers a quick overview of the hours and services available in all of the Peer Learning Commons–through our center, as well as SASC.
  • The document highlights key information to share with your students about the Student Writing & Language Center.
  • Incorporate information about the SWLC into your syllabus using these .
  • If you would like students to reflect on a visit or show you that they visited a tutor in the SWLC, use , which also encourages metacognition (i.e. students reflect on their writing process).
  • Hold your office hours in SWLC! Just email us to set that up: swlc@bates.edu.

All First-Year Seminars (FYSs/W1s) have a Writing Course Attached Tutor (W-CAT). Ocassionally, a W-CAT is assigned to a W2 course. Visit here to learn about our current W-CAT roster.

  • Do you have–or are you planning to have–a Course Attached Tutor for Writing, or W-CAT? This of the W-CAT position may be helpful.
  • Do you have a student who you think would make a wonderful W-CAT for your course, an FYS, or another course in your discipline? Please read more about nominating a student here.
  • (OER)
  • (OER)
  • (excellent for teaching the unique rhetorical moves made in academic writing)
  • (usually included in the Norton Guide, though you can purchase separately as its own text)
  • (consider the author鈥檚 recommendations and examples here alongside your discussions of AI)

  • – have students read OR just run this activity with them before/as you teach genre; you can also switch up the facts of the 鈥渕ystery鈥� to be related to your course content (an environmental crisis, a scientific conundrum, etc.)
    • Also, alongside this text, get a desk copy of and use parts of it with students; is a handout to get started.
  • (a response to Fish鈥檚 NYT OpEds )
  • (乐播传媒 Student article)
  • VIDEO: 鈥溾��
  •  
  • HANDOUT:
  • SLIDESHOW:
  • , follow up with how these metaphors relate to AI
  • , follow up with starting a research search using ChatGPT and see how this article鈥檚 suggestions apply to that (or not).
  • MLA & CCCC’s
  • , Macalester College
  • (go through with your students and discuss to co-create an AI and writing policy)
  • , Carleton College (part of larger guide to )
  • , FYS workshop, Fall 2023, part of learning module with pre-workshop and post-workshop components as well, Elmira College
  • Transylvania University FYS LibGuide on
  • , Cynthia Alby
  • , University of Central Florida
  • , use this to work through (“test run”) your writing assignment prompt using AI
  • (Elon University & AACU)
  • in August 2024 edition of TextGenEd: Continuing Experiments (geared towards HS teachers, mostly, but can be adapted to work in a First-Year Writing Seminar at the college level), including:
    • (about reading)
    • (about source citation)
    • (understanding genre)
    • (inventing and brainstorming)
    • (about drafting)
    • (about speaking)